Fall 2017 Group Subjects

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In years past, we’ve done quite a bit of school with all three of the big kids together. When they were younger and not as independent, it made sense to do that. Now that they are all doing most of their work independently, we don’t have to have “The Reading” or “Table Time”–but we haven’t cut it entirely.

Since we do Convocation together first thing and I keep that streamlined, I moved most other together subjects to a loop system of sorts. On my clipboard I have other resources listed along with bubbles to fill in for how many times I want to cover that topic or book per week. Some things happen every day and some are just once a week. This seems to work well, because if we have days that get away from us or days when it takes longer to get through individual teaching/discussion times, it’s ok for these things to drop off the schedule. I can always make up the material later in the week, or in the following week. I feel a lot of freedom to do this, because of the volume of independent work also happening.

After teaching times are done, we regroup at the table or couch to do The Reading. It’s not hard to pull everyone in for this, because they all enjoy it. Here is what we cover:

Poetry – Both reading selections and reviewing poems previously memorized. I didn’t get around to identifying a new piece for this term, so we just cycle through what we’ve already learned. Each kid also has an assigned poet per term, but those are read independently.

Plutarch – We read sections from Plutarch’s Lives daily, slowly working through the book from start to finish. It’s probably going to take us years if not decades. That’s ok. The idea is to learn how to see civic behavior, leadership, and character in a more nuanced light. Perhaps because the kids have a strong background in these stories from previous years, we have not found this onerous and we aren’t using any study guides. I read a section that feels like a complete part of the narrative, then one child narrates.

Church History – Rather than the individual assignments from Trial & Triumph, I just read one-two chapters per week and we narrate. We’ve read this book before, but it bears repeating.

Indiana History – I have mixed feelings about state history. I guess it’s a good idea if you are born and raised and live in one place all of your life. I personally had state history while living in California. So if you want to know anything about the goldrush, conquistadors, Spanish missions, and the like, I’m…still probably not your person. I vaguely remember some of these things. And I haven’t lived in California since that brief 4th and 5th grade window. So, I’m not willing to devote very much time to state history. Still, we do live here, so I toss in a few readings from a history spine and some historical fiction set in our state. We also have a membership to the Indiana State Museum and its 12 satellite museums this year.

Extra Science

The big kids all have complete science coverage in their independent work, but we like science and happen to own several texts that we haven’t done yet, so we read from one or the other of those most days. The Way Things Work is pretty cool, but in future years I might assign that as an independent read when the AO selections feel too sparse. I’m becoming less and less enthused about Apologia books, so may wind up selling off our collection eventually. Meanwhile, we keep reading.

Shakespeare

We’re doing Richard III this term, going slowly. I meant to identify some monologues to memorize, but never got to it. Suggestions welcome. We’ll read the play, listen to it, and probably watch it. Hannah has some Richard III material for history this year, so it will be fun for her to have this background when she gets to Richard III as a historical figure.

Artist Study

We have one Durer print per week for picture study, and are reading a good biography. Some weeks we do an art activity that ties in, for example making “wood prints” by carving styrofoam and rolling paint on them to press on paper.

Composer Study

We started out with Telemann and Corelli, but didn’t find much to connect to in terms of reading. I prefer to have a biography going (like one of Opal Wheeler’s) at the same time. So we listen to various pieces throughout the week, but not in an organized fashion right now. The kids recently switched piano teachers, and the new lessons are much more geared to learning to play classic repertoire, so we do listen to pieces and composers the kids are learning.

Nature Study

Sadly, I am not getting this one done. We have sketchbooks and little watercolor sets and water brushes and very nice pencils, but have only done two sketches all term. I’m having a really hard time identifying a spot in the schedule for this. My friend Heather is teaching nature study classes this fall, and I so wish I had signed us up! Maybe next time!

Dictation

We do dictation on Fridays, based on the catechism answer we’ve been studying all week.

Habit Discussion

We started off strong with these, but now it’s more ad hoc. Having a list on the clipboard does remind me to look for ways to work these things into the day, though.

Penmanship

Daily cursive practice is new. We were getting sloppy. I’m using Cursive Logic, which is a great system if you have kids who already know how to write in cursive, but who aren’t forming letters precisely or need some extra help to strengthen their penmanship.

This looks like a lot, but since we loop most of it, it doesn’t take long. If we finish early, we have time to fit in some extra chapters from our family read-aloud. I do miss the days when we did most of our school work as read-alouds together, but it’s nice to still have a few things we read together.

If you have multiple children in your homeschool, what subjects do you combine, if any? Do you loop any subjects or do everything every day?

 

Disclosure: This post contains an Amazon affiliate link.

Hodge Podge: Literary Casserole Edition

FullSizeRender (1)One runs out of themes for Hodge Podge reviews. So think of this round-up as that sort of casserole you make when you haven’t been to the store in eight days and all you have is half of a leftover chicken breast, 3/4 cup of taco meat, a bag of frozen green beans, a can of chickpeas, a bowl of last night’s rice, a wizened onion, and sheer determination.

But I digress. And now, the books.

Beowulf – This is a re-read for me, but Hannah is reading the Seamus Heaney translation, and it’s so terrific. “He is hasped and hooped and hirpling with pain, limping and looped in it.” If you love words, this is for you. The illustrated edition is particularly fascinating.

Man’s Search for Meaning – I liked the personal memoir narrative of the first part, but got bored with the psychological treatise of the second part. Gist: regardless of your circumstances, you can choose your response.

The Valley of Vision – I read this book of prayers in small doses, and was not sure exactly what to do with it. I found some thought-provoking and/or helpful ways of thinking about/praying about things, but I’m not sure I’d re-read it.

Teaching From Rest – This was a re-read (link is to the original review), and is a great example of a book that hits you in exactly the right way the first time, is integrated into your life and way of thinking, and then doesn’t have a lot to add the second time around. It’s a good book, but maybe not one that requires re-reading.

Time to Write – If you are just starting out in writing, and have read absolutely nothing at all on writing or time management, you might find this book helpful. Sometimes I pick up books like this, thinking, “Help! Someone tell me how to [find time to write/make a living as a writer/be creative/etc]!” and then I read the book and think, “Oh, I guess I already do that.” I guess it’s as good a cure for imposter syndrome as any.

What have you been reading lately?

Note: The picture in this post has nothing to do with casserole or books. It’s just the corner of my desk: zinnias from the garden, a picture of my great-grandmother holding a chicken, and a print from Gracelaced that reminds me to watch my words.

Disclosure: This post contains Amazon affiliate links.

Jack’s 5th Grade

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Jack does just about everything full-throttle, so educating him is a bit of a wild ride. He’s either fiercely interested–discussing things at a wildly high level and wrangling ideas like untamed wildebeests–or he’s fiercely bored and dragging his feet and his pencil and having to learn the hard way to love what must be done.

Welcome to fifth grade at our house this fall.

IMG_6989Jack is doing a modified version of Ambleside Online Year 5. My modifications were adding several additional science books and biographies, and picking up the pace on a couple of other readings. I wanted to give him a little more challenge while also giving him space to get better at following through on assignments.

Like Hannah and Sarah, Jack has a weekly clipboard that lists his daily work, work done together with everyone else, and co-op classes (on the right) and the categories from which he chooses one assignment per day (on the left).

We have a daily hour or so in which we discuss his readings, written work, Latin assignment, and math. He narrates (tells back, in detail and sequence) every reading except for free reads, and he does one written narration per day. Each week he has to put on revised piece of writing into his history notebook and his literature notebook, and he writes all of his science experiments and observations in a separate science notebook. Jack’s readings are below, with links for books I added or have already reviewed separately.

History & Geography (all narrated*)

  • This Country of Ours
  • The Story of Mankind
  • The Complete Book of Marvels (Halliburton)
  • Geography (Van Loon)
  • What the World Eats
  • Abraham Lincoln’s World
  • Story of the World, Volume 4

Historical Biography (all narrated*)

  • A Passion for the Impossible (Lilias Trotter)
  • Always Inventing (Alexander Graham Bell)
  • Carry a Big Stick (Teddy Roosevelt)
  • Michael Faraday: Father of Electronics
  • Something Out of Nothing (Marie Curie)
  • George Washington Carver

Literature & Historical Fiction (all narrated*)

IMG_6991Poetry

  • Rudyard Kipling
  • Henry Wadsworth Longfellow
  • John Greenleaf Whittier
  • Paul Laurence Dunbar

Science (all narrated* and all experiments written up)

Free Reading (not narrated, but required reading)

  • Black Horses for the King
  • Little Women
  • A Christmas Carol
  • Captains Courageous
  • Puck of Pook’s Hill
  • The Adventures of Tom Sawyer
  • The Prince and the Pauper
  • Treasure Island
  • Lad: A Dog
  • The Treasure Seekers
  • The Wouldbegoods
  • Anne of Green Gables
  • The Long Winter
  • Rebecca of Sunnybrook Farm
  • Hans Brinker
  • Carry On, Mr. Bowditch (this is re-re-re-re-read, but really, it’s so good)
  • Rifles for Watie
  • Across Five Aprils
  • Rilla of Ingleside
  • Falcons of France
  • Goodbye Mr. Chips
  • The Story of My Life
  • Mrs. Frisby and the Rats of NIMH
  • The Rescuers
  • The Cricket in Times Square
  • Homer Price
  • The Great Brain
  • King Arthur (Lanier version)
  • Moccasin Trail
  • Sacajawea (Bruchac version)

Bible

  • 1 Samuel, 2 Samuel, 1 Kings, 2 Kings, 1 Chronicles, 2 Chronicles
  • Matthew, Mark, Luke, John

Language

Math

  • Learn Math Fast
  • I’m still unsure where to place Jack this year, because he basically finished Saxon 7/6 and tested as ready forArt of Problem Solving Pre-Algebra, but he has a LOT of conceptual holes so I know AoPS would frustrate him. So, for now, we are focusing on Learn Math Fast through pre-algebra, in hopes that the conceptual review framework will help prepare him. And then maybe next semester–or even next year–we will dive in to AoPS.

Co-op (classes meet once a week)

  • Engineering
  • Handicrafts
  • Junior Achievement BizTown (economics)

Other (subjects we do together with the other kids, more in a separate post)

  • More science (The Way Things WorkApologia Chemistry and Physics)
  • Church history (Trial & Triumph)
  • Citizenship (Plutarch’s Lives)
  • Indiana state history (various historical fiction, biographies, history spine)
  • Literature (Shakespeare play per term–Richard III this fall, daily poetry, poetry memorization, family read-alouds)
  • Artist study (Durer, this term)
  • Composer study (we were doing Telemann and Corelli, but may switch to Kabalevsky)
  • Nature study (using John Muir Laws guide)
  • Piano lessons

And that’s fifth grade for Jack. Kind of intense some days, but often truly amazing. It’s the sort of person he is!

 

Disclosure: This post contains affiliate links.

Wanderlust: Read, Listen, Cook, Eat

To my dismay, my city does not offer any $59 flights to other continents. It doesn’t even offer low fares to other cities that are within a four-hour drive. Thus, my wanderlust must find other, cheaper outlets. In case you’re in the same boat, here are four suggestions for assuaging your peripatetic soul this weekend.

gemma hardy coverRead

The Flight of Gemma Hardy delivers yet another Jane Eyre retelling, but winsomely set in Scotland. In case you already live in Scotland and think that sounds tame, a good chunk of the story is set in the Orkneys, with such compelling descriptions that I had to google image search the area and even went on AirBnB to see how much it would cost to rent something for a month or so next spring. It turns out, if you were wondering, that you can get a fully furnished castle there for just shy of $36,000 per month. Cottages are a bit more economical.

Listen

Even if you read Gemma in paper form, do yourself a favor and check out the lovely audiobook read by Davina Porter. She does a superb job of rendering a wide variety of Scottish accents and you will love it.

incorrigiblesIf you’ve got the kids along, you could try listening to the Incorrigible Children of Ashton Place series, which, apart from being UTTERLY TERRIFIC in nearly every way, also includes references to a poem titled Wanderlust–the favorite of the governess, who has never traveled anywhere in real life. Except for London, which is no small potatoes. And the series is set in 19th century England, so that’s always a win.

The audio for the series is really great, and it’s well worth however long the wait list is at your library.

paleo slow cookerCook

I stumbled upon this great crockpot cookbook (I know, groan, groan, crockpot cooking) that happens to include the sort of recipes I like to make anyway. Normally if I need to use the crockpot I just put in whatever recipe I would have made on the stove top and hope for the best. But The Paleo Slow Cooker by Arsy Vartanian breaks it all down specifically for the crockpot. I marked, and have tried, several Armenian, Indian, and Persian food recipes from this cookbook. They aren’t quite like stove cooking, but are close and decent for busy weeknights or weekend evenings when you’re going to be out all day.

Eat

On that note, if you can’t afford to take the family out for international cuisine but do get Vartanian’s book, I recommend Curry Beef, Lamb and Apricot Stew, Lamb Tagine, and Ginger Chicken. All excellent.

What do you do when you’re seized by the desire to travel to parts unknown?

 

Disclosure: This post contains affiliate links. Thank you for clicking through to Amazon from A Spirited Mind.

Sarah’s Third Grade

DSC_0147The biggest shift for Sarah this year is in her doing almost all of her readings independently. Since she is the most independent of all of the kids (so far) that was not a huge leap for her, and she is handling third grade with aplomb.

I started with Ambleside Online Year 3, adding a couple of things and deleting others. Primarily, she’s covering the 1400s-1600s in history.

As with the other big kids, Sarah has a weekly checklist to remind her of her daily work (copywork, a written narration, math assignment, typing, French, piano, chores, etc) and she can choose one assignment per category from the list on the left-hand side of her checklist.

In our daily one-on-one time, we talk over her readings (Sarah gives detailed and interesting narrations, so even if I wasn’t pre-reading–which I am–I would know what was going on in all of her books to the letter!), do math lessons, and correct her written work.

IMG_6985Here are her books for the school year (books linked are things I added to AO or have already reviewed separately):

History & Geography (all narrated*)

  • This Country of Ours
  • A Child’s History of the World
  • Our Island Story
  • Explorations
  • New Nations
  • The Discovery of New Worlds
  • The Awakening of Europe

Historical Biography (all narrated*)

  • Michaelangelo
  • Marco Polo
  • Bard of Avon
  • Good Queen Bess
  • Landing of the Pilgrims
  • Squanto
  • Unknown to History: the Captivity of Mary of Scotland

Literature & Historical Fiction (all narrated*)

  • The Princess and the Goblin
  • Children of the New Forest
  • The Jungle Book (books 1 and 2)
  • American Tall Tales
  • Tales from Shakespeare
  • The Heroes
  • *I would like to find a good retelling of Spencer’s Faerie Queene, but Amazon does not currently oblige.*

IMG_6986Poetry

  • William Blake, selections
  • Sara Teasdale, selections
  • Hilda Conkling, selections
  • Henry Wadsworth Longfellow, selections

Science (all narrated* and all experiments written up)

  • Pagoo (sea life)
  • Science Lab in a Supermarket
  • A Drop of Water
  • Secrets of the Woods

Free Reading (not narrated, but required reading)

Bible

  • Luke, John
  • Exodus, Leviticus
  • Psalms

Language

  • French – Duolingo
  • English – daily writing assignments and spelling, incidental grammar as it comes up, weekly dictation

IMG_6987Math

Co-op (classes meet once a week)

Other (subjects we do together with the other kids, more in a separate post)

  • More science (The Way Things WorkApologia Chemistry and Physics)
  • Church history (Trial & Triumph)
  • Citizenship (Plutarch’s Lives)
  • Indiana state history (various historical fiction, biographies, history spine)
  • Literature (Shakespeare play per term–Richard III this fall, daily poetry, poetry memorization, family read-alouds)
  • Artist study (Durer, this term)
  • Composer study (we were doing Telemann and Corelli, but may switch to Kabalevsky)
  • Nature study (using John Muir Laws guide)
  • Piano lessons

And that’s Sarah’s third grade so far!

Note: This post contains a few Amazon affiliate links, but links to other websites are not affiliated. For more details on the AO booklist, please check the AO website

 

The Yes Effect

yes effectI’ve looked forward to reading The Yes Effect for several years now, because the co-author, Darcy Wiley, is a real life friend of mine. Hearing about powerful interviews with missionaries from around the world, the writing process, and how the book took shape made me eager to read the final product.

And I was not disappointed. The idea for the book came from Luis Bush’s work in the 10/40 movement, a missions strategy that sought to bring the Gospel to the most unreached people groups. The Yes Effect tells the story of Bush’s lifetime of missions work, but also pulls in the stories of many other missionaries who have served around the world, from a wide variety of backgrounds. Structured around particular challenges to live and pray in a way that makes us open to doing God’s work wherever we’re called, the chapters are not only a fascinating look at modern missions history, but also a call for all of us–missionaries or not–to look for where God is working and make sure we are saying yes to the work He has for us to do.

As I mentioned in a newsletter earlier this month, one thing I really liked about this book was the way Darcy and Luis highlighted the ordinary sides of the missionaries, many of whose stories are amazing and totally outside the experience of someone living in comfortable suburbia. While not being prescriptive–how could it be, since predicting what the Holy Spirit is about to do would be foolhardy–The Yes Effect is a thoughtful invitation to pray a bit differently, think about the world a bit differently, and look for opportunities in a different way than we may be used to doing.

The Yes Effect is thought-provoking, compelling, and full of interesting stories of modern missions. I’d recommend it for believers as inspiring regardless of your current level of missions focus.

 

Disclosure: The author of this book is a friend, and I received a review copy from the publisher in exchange for my honest review. Book links in this post are Amazon affiliate links.

In which we tackle middle school

DSC_0114Long ago, my aunt commented that I might want to use “homeschool” as a blog category rather than “preschool” because someday the children would get older. At the time, it felt like our older three kids were babies and toddlers and preschoolers for approximately 47 years. And then it seemed the younger two were only babies for around three seconds each.

Skewed time perception. It happens to the best of us (cue Simon & Garfunkel song).

Meanwhile, Hannah hit middle school like a Mack truck.

You’re thinking, “Like a Mack truck? Is that a good thing, or a bad thing?” I’m thinking, “Both.”

FullSizeRenderIn many ways, this year is a jump for Hannah, not so much because we switched curriculum (although we did) but because I moved her up into a pretty challenging level of readings. She’s ready for it, and thriving, and I’ve been really pleased overall. Every week she has a checklist so she can do most of her work independently. She chooses one assigned reading from each category on the left, and then is also responsible for what’s on the right (which is a combination of independent work, things she does with me, and things we do together with the other kids).

Every day Hannah and I have a designated hour or so when we discuss her readings, I correct her writing, and we do math and Latin. Here is what she’s up to for school. (Note: We are using Ambleside Online Year 7 with some modifications. I didn’t do Amazon links for the AO books unless I’ve already reviewed them separately.)

History & Geography (all narrated*)

  • The Birth of Britain, by Winston Churchill
  • Bede’s Ecclesiastical History of the English People
  • The Anglo-Saxon Chronicle on Alfred the Great
  • Battle of Hastings, by William of Malmesbury
  • The Magna Carta
  • New Nations
  • The Brendan Voyage
  • How the Heather Looks

Historical Biography (all narrated*)

  • The Life of King Alfred, by Bishop Asser
  • Personal Recollections of Joan of Arc, by Mark Twain
  • A Heroine of France

Art History (all narrated*)

  • The Story of Painting

Literature & Historical Fiction (all narrated*)

  • Ivanhoe
  • Beowulf
  • The History of English Literature
  • The Age of Chivalry
  • A Taste of Chaucer
  • In Freedom’s Cause
  • History of Deeds Done Beyond the Sea
  • The Daughter of Time
  • The Once and Future King

Poetry

  • Alfred, Lord Tennyson (selections)
  • John Keats (selections)
  • The Idylls of the King
  • The Grammar of Poetry

Government/Economics/Citizenship/Logic (all narrated*)

  • Whatever Happened to Penny Candy
  • Ourselves
  • How to Read a Book
  • The Fallacy Detective

Science (all narrated* and all experiments written up)

  • The Elements
  • The Mystery of the Periodic Table
  • The Sea Around Us
  • Eric Sloane’s Weather Book
  • First Studies of Plant Life
  • Adventures With a Microscope
  • Signs and Seasons
  • Great Astronomers
  • Lay of the Land

IMG_6973Free Reading (not narrated, but required reading)

Bible

Language

Math

Co-op (classes meet once a week)

  • Engineering
  • Literary analysis
  • Machine sewing

Other (subjects we do together with the other kids, more in a separate post)

  • More science (The Way Things Work, Apologia Chemistry and Physics)
  • Church history (Trial & Triumph)
  • Citizenship (Plutarch’s Lives)
  • Indiana state history (various historical fiction, biographies, history spine)
  • Literature (Shakespeare play per term–Richard III this fall, daily poetry, poetry memorization, family read-alouds)
  • Artist study (Durer, this term)
  • Composer study (we were doing Telemann and Corelli, but may switch to Kabalevsky)
  • Nature study (using John Muir Laws guide)
  • Piano lessons

Notes on how we do this:

  • If you wonder about the weekly checklist, I break Hannah’s readings up into categories, and she has to read one selection from each category each day–an amazing idea I took from Kathy Livingston. From those readings, she chooses one per day to write a written narration (composition) about, and has to be prepared to narrate (tell back in detail and sequence what happened in the reading and be prepared to discuss issues and themes) each of the others. Once a week, she has to put at least one second draft piece of writing into each of her serious keep-this-forever notebooks: history, literature, and science.
  • Not all books are assigned each term.
  • Yes, I’m pre-reading all of this. Mostly so I can be prepared for daily discussions, but also for my own edification and/or nostalgia!

And that’s Hannah’s sixth grade so far!

Note: This post contains a few Amazon affiliate links, but links to other websites are not affiliated. For more details on the AO booklist, please check the AO website

The Madwoman Upstairs

madwoman-upstairsIt has been ages since I’ve read something just for myself, so last weekend I took a pause in my pre-reading for school and reveled in TWO entire books for myself. It was marvelously restorative.

One was The Madwoman Upstairs – a wildly clever, tremendously funny, well-plotted homage to the Bronte family, Oxford, and competing modes of literary criticism. I’ve put aside several Bronte spin-offs this year (a book club I’m in is doing Jane Eyre next month) and so I didn’t have high hopes for Lowell’s take, but I found it delightful.

The book is a bit of a mystery story, borrowing bits of structure from Jane Eyre, Wuthering Heights, and Agnes Grey, and a bit of a commentary on how to read a book. This is all bound up in a well-written story with characters that are interesting without being too slavish to Bronte casts. It was beautifully done, and is worth a read just to admire how Lowell pulled it off.

As a lifelong fan of Jane Eyre (I read it for the first time in second grade!), a total Anglophile, and a bookworm–to say nothing of being a person in desperate need of a stress-relieving read–I deeply enjoyed The Madwoman Upstairs and highly recommend it.

Disclosure: This post contains affiliate links.

Starting the day on the right foot

IMG_6950Convocation is, very simply, everyone showing up at the table to start the day together. It’s the sort of thing I would still do even if we sent the kids away to school, but since we homeschool, it’s also the beginning of the school day. This has evolved over the years, as I (characteristically) started out trying to cram too much in or be more free form, but ultimately I have found that in school and life the more I can make something a system and routine, the more likely it is to get done. And the more I can hone in on what is actually important, the more likely we are to continue.

This year, convocation only includes a few things, all spiritual, for a number of reasons.

1) It makes sure those things don’t fall off the table.

In years when I’ve put Bible, scripture memory, singing, and catechism at bedtime or during other reading time, I’ve been tempted to let it slide. We get tired, we have math to do, my voice is giving out… For the past couple of years, we’ve done spiritual things first, and it makes a good habit.

2) It keeps things simple and short.

My clipboard is set up to show me what I have to do for the school day from start to finish. Convocation is at the top and only has a handful of items. If people are dragging or we have places to be, that’s ok. Convocation doesn’t stretch on forever. Other important things like poetry and art and whatnot fit into other parts of our day. And because I know convocation only takes 20 minutes or so, I’m not inwardly panicked that we won’t get to everything else.

I will say that the only thing on my list before convocation is inspection, to remind me to check up that everyone actually handled personal hygiene, did their morning jobs, made beds, etc. Inspection is pretty fast, and maybe someday it will dawn on these people that tooth brushing is a daily requirement and then I will not have to ask. I’m not holding my breath. 🙂 At any rate, in case it’s of interest, here is our convocation list this fall:

Prayer – Sometimes one of the kids prays, sometimes all of them pray popcorn-style, sometimes it’s just me. We pray for teachable hearts and good focus, thank God for the day and opportunity to learn, and pray for missionaries or people we know who are sick or in trouble as those things come up.

Song – We sing a hymn or song a cappella. I have each of our songs printed out and on my clipboard. A sticky note pokes out the side to mark the song for that day, and we just rotate through. The edge of the sticky note that hangs out says, “Lift up your hearts” to remind me to say that. In the past, some of us have had a hard time remembering that we sing to worship, not to be noisy or annoy our siblings or practice our beat-boxing, so this reminds us to put aside any grumpiness or fuss to tune our hearts. After I say “Lift up your hearts” the kids respond, “We lift them up to the Lord” and then I start singing and they join in. Our song rotation includes:

  • How Firm a Foundation
  • All Hail the Power of Jesus’ Name
  • Come, Thou Almighty King
  • May the Mind of Christ My Savior
  • To God Be the Glory
  • Be Thou My Vision
  • Lead On, O King Eternal
  • Praise Ye the Lord, The Almighty
  • Holy Holy Holy
  • Immortal, Invisible, God Only Wise
  • Joyful, Joyful, We Adore Thee
  • All Creatures of Our God and King
  • Psalm 1
  • Rejoice, the Lord is King

Review Passage – We review one Bible passage per day. I read along with the kids reciting, and I don’t require perfection or put them on the spot. I figure there is value to repeating Scripture over and over again and in the long run this puts more of it in their hearts. Our passages currently include:

  • 1 Peter 5: 1-11
  • Romans 8: 1-17
  • 1 Corinthians 13
  • Psalm 19
  • John 1: 1-18
  • Philippians 2
  • 1 Chronicles 16: 8-36
  • Psalm 16

Bible Chapter – On alternating days, I read a chapter from either the Old Testament, New Testament, or Proverbs. We’re reading through 1 Chronicles and Luke currently, and for Proverbs we just do the chapter that corresponds to the day of the month. Often, I will ask one or more of the kids to narrate (tell back) what happened in the chapter, unless someone has a question or observation.

Catechism Review – Each day, we review five of the questions and answers we’ve already covered. I keep a bookmark in Training Hearts, Teaching Minds to remind me of where we are, and when we get to the end of what we’ve learned, we start over with question one.

Catechism Biblestudy – Using the book linked above, we review the week’s new question and answer, and read the short Biblestudy for that day. In the book, Starr Meade helpfully has six short devotions written around the Scripture proofs for that question. So it gives us a chance to see where the Bible talks about that answer (ie, Why do we believe this? Because it’s in the Bible, not because someone else said so) and understand the idea from different angles. We often spin off into a short discussion here, too.

And that’s it. It looks like a lot in a blog post, but it’s only four check boxes on the list, and it’s done within half an hour. Then I send Hannah off to do independent work, Sarah to computer lessons, and Jack collects his things for teaching time, as I mentioned in my school day overview post. I sometimes use the transition to put Margaret down for a nap or switch a load of laundry, but usually we just proceed pretty smoothly to the next thing on the list.

How do you start your school day?

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Reading, Thinking, and Writing Effects

Over the summer, I read Stein on Writing, which was helpful from a professional development perspective since I write for my paying job, but, as with so many books, I found it spurred my thinking along several different lines, and caused me to ponder how I read, think, and communicate.

What counts is not what is said, but the effect of what is meant.

stein-on-writingI’m often frustrated by how relentlessly visual our culture is. People are so used to consuming primarily visual media that even print materials often read like a description of a TV drama. In the quote above, Stein contends that good dialogue is not about the exact words used, but the effect the words have on the story. I think the same holds true for action. This is why bedroom scenes invariably fail in novels (although, unfortunately, authors more often take this fact as a thrown gauntlet rather than a cautionary tale)–the play-by-play is not important, rather it’s the effect on the story of what the action means.

In addition to informing our writing, the idea also carries weight with spoken communication. Rather than oversharing details, we might do better to focus on communicating the effect an action or instance had on us–making it more universal and easier to understand.

There is a time and place for details. But, in our current milieu–speaking for myself, at least–a dose of restraint might be a more necessary corrective.

A writer cannot be a Pollyanna. He is in the business of writing what other people think but don’t say…the single characteristic that most makes a difference in the success of an article or nonfiction book is the author’s courage in revealing normally unspoken things about himself or his society…tell the truth in an interesting way.

I often have moments, when I read really good books, of noting that an author has perfectly articulated something I’ve experienced but never mentioned. But telling the truth in an interesting way is more difficult that you’d think. Wendy pointed me to this fascinating article about how difficult it is for Christians to write redemption, because it seems to defy description. I wonder if the answer might be–as in the observation above–to leave off with attempts at play-by-play descriptions and focusing on “the effect of what is meant.”

In the end, you write what you read.

If this is not a clarion call to being judicious with my reading shelf (and my kids’), I’m not sure what is.

I read books about writing both as a writer and as a reader. I usually find tidbits to help me in my work, but invariably find food for thought that makes me more thoughtful and discerning in my literary life as well.

What do you think?

 

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